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Objectives and competences

Student: • presents manipulatives used in early childhood mathematics, illustrates the use of individual manipulatives and highlights their peculiarities • argues the choice of an manipulative for a given problem situation, • explains student-centered use of manipulatives in early learning and teaching mathematics, • compares the pros and cons of using concrete and virtual manipulatives in early learning and teaching math.

Content (Syllabus outline)

• Perspectives of different pedagogies on mathematical manipulatives. Mathematical manipulatives in Montessori pedagogy. • Modelling mathematical concepts. Basic concepts of mathematical modelling. Examples of modelling basic mathematical situations (number, patterns, geometrical shapes and transformations). • Manipulatives. Types of representations. Examples of concrete and virtual manipulatives. • Manipulatives for developing arithmetic and pre-algebraic concepts. Five and ten frame, Dienes cubes, Cuisenaire cubes, pattern blocks. • Manipulatives for developing geometrical and measurement concepts. 3D and 2D models, instruments for measuring with constant nonstandard units.

Learning and teaching methods

• Interactive lectures, • lab work, • cooperative learning, • (self)reflection, • project work.

Intended learning outcomes - knowledge and understanding

• explains the process of modelling early mathematical concepts, • compares different concrete materials for representing early mathematical concepts, • gives examples of different enactive representations of early mathematical concepts, • applies manipulatives in early mathematics learning, • critically argues the selection and use of new technologies in the early learning and teaching of mathematics.

Intended learning outcomes - transferable/key skills and other attributes

• Communication skills: oral and written mathematical communication. • Use of information technology: use of software tools in mathematics. • Problem solving: ability to solve simple educational mathematical problems. • Numeracy: solving simple numerical problems. • Team work: designing and carrying out collaborative learning.

Readings

• Sophian, C. (2007). The Origins of Mathematical Knowledge in Childhood. NY:LEA. • LIPOVEC, Alenka, ANTOLIN DREŠAR, Darja. Matematika v predšolskem obdobju. 1. izd. Maribor: Univerzitetna založba Univerze, 2019. VII, 152 str., ilustr. ISBN 978-961-286-236-7. ISBN 978-961-286-235-0. http://press.um.si/index.php/ump/catalog/book/379, https://www.dlib.si/stream/URN:NBN:SI:DOC-9YIVXHGM/6b7d8c70-0cfa-40df-a055-ce6c07014db9/PDF. [COBISS.SI-ID 96147201] • Lipovec, A. in Antolin Drešar, D. (2015). V metodo usmerjen kognitivni stil reševanja problemov in učenci s specifičnimi učnimi težavami. Matematika v šoli, 21 (3/4), 26-34. • LIPOVEC, Alenka, ANTOLIN DREŠAR, Darja. Cuisenairove paličice (rodke) - znan, neznan pripomoček v predšolski matematiki. Vzgojiteljica: revija za dobro prakso v vrtcih, mar.-apr. 2014, letn. 16, št. 2, str. 6-8, ilust. ISSN 1580-6065. [COBISS.SI- ID 20534792]

Prerequisits

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  • izr. prof. dr. DARJA ANTOLIN DREŠAR

  • Project: 60
  • Portfolio: 40

  • : 30
  • : 30
  • : 120

  • Slovenian
  • Slovenian

  • PRESCHOOL EDUCATION - 2nd